Multicultural/intercultural teacher education in two contexts: lessons from the United States and Spain |
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| Affiliation: | 1. Universidade de Santiago de Compostela, Spain;2. University of Massachusetts School of Education, Teacher Education and Cultural Studies, Furcolo Hall, Amherst, MA 01003.3010, USA;1. Department of Chemistry, Faculty of Science, Cumhuriyet University, 58140 Sivas, Turkey;2. Department of Textile Engineering, Kahramanmaras Sutcu Imam University, Kahramanmaras 46050, Turkey;3. Department of Chemistry, Kahramanmaras Sutcu Imam University, Kahramanmaras 46050, Turkey;1. Department of Chemistry, Faculty of Science, Lorestan University, Khorramabad, Iran;2. Department of Biology, Faculty of Science, Lorestan University, Khorramabad, Iran;1. Department of Cellular Immunology, Clinic for Rheumatology and Clinical Immunology, Charité, University Medicine Berlin, Germany;2. Institute for Transfusion Medicine and Immunohematology, Department of Translational Development of Cellular Therapeutics (GMP), Goethe University, Frankfurt, Germany;3. Miltenyi Biotec, Bergisch-Gladbach, Germany;4. Integrated Research and Treatment Center, Center for Sepsis Control and Care (CSCC), University Hospital, Jena, Germany;5. Pediatric Hematology and Oncology, Children''s Hospital III, Johann Wolfgang Goethe University, Frankfurt, Germany;6. Division of Infectious Diseases, Department of Internal Medicine II, University Medical Center, Würzburg, Germany;7. Department I of Internal Medicine, University Hospital of Cologne, Germany; Cologne Excellence Cluster on Cellular Stress Responses in Aging-Associated Diseases (CECAD); German Centre for Infection Research (DZIF), Partner Site Bonn-Cologne, Cologne, Germany;8. Institute for Medical Microbiology, Immunology and Hygiene, University of Cologne, Cologne, Germany;9. Department of Molecular and Applied Microbiology, Leibniz Institute for Natural Product Research and Infection Biology, Hans Knoell Institute (HKI) Jena and Institute of Microbiology, Friedrich Schiller University Jena, Jena, Germany;10. German Red Cross Blood Service Baden-Württemberg-Hessen, Institute Frankfurt, Germany;11. Division of Hematology, Department of Medicine, University of Washington, Seattle, Washington, USA;12. German Rheumatism Research Center, Berlin, Germany;1. Radiation & Photochemistry Division, Bhabha Atomic Research Centre, Mumbai 400085, India;2. Food Technology Division, Bhabha Atomic Research Centre, Mumbai 400085, India;1. Department of Clinical Pharmacology, Paul Sabatier University and Toulouse University Hospital, Toulouse, France;2. INSERM UMR825 Neuroimaging and Neurologic Diseases, Toulouse, France;3. Sleep and Epilepsy Center, Neurocenter of Southern Switzerland, Civic Hospital (EOC) of Lugano, Switzerland;4. LN-Pharma, Toulouse, France;5. Sleep Medicine and Epilepsy Unit, IRCCS “C. Mondino National Institute of Neurology” Foundation, Pavia, Italy;6. Pôle Neurosciences, Centre Hospitalier Universitaire de Nantes, Centre d’Investigation Clinique CIC 04, Nantes, France;7. Service de Neurologie, Groupe Hospitalier Sud, Hôpital Haut-Lévèque, Centre Hospitalier Universitaire de Bordeaux, France;8. Service de Neurologie et pathologie du mouvement, Pôle de Neurologie, Centre Hospitalier Universitaire de Lille, France;9. Centre d’Investigation Clinique CIC 9302, Toulouse University Hospital, Toulouse, France |
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| Abstract: | In this paper, we present the case of two countries, the United States and Spain, whose educational systems are grappling with questions of difference and social justice. We describe some of the conditions in each country that led to the development of multicultural/intercultural education as a philosophical framework for teacher preparation and we draw attention to some of the challenges faced by multicultural and intercultural teacher education on both sides of the Atlantic. |
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